ONLINE LEARNING PRIMER

ATENEO DE MANILA JUNIOR HIGH SCHOOL

SY 2020-2021

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Table of Contents  Table of Contents 1 

I. INTRODUCTION 4 A. Message from the Principal 4 B. Vision-Mission of the Ateneo de Manila Basic Education 5 C. Profile of the Ateneo de Manila Basic Education Graduate 6 

II. GENERAL INFORMATION 7 A. Online Learning in the Ateneo de Manila Junior High School 7 B. Official Learning and Communication Platforms 8 

Online Learning Platform 8 Learning Management System 8 OBF Accounts for Students 9 

C. Delivery of Learning Experiences 9 Modes of Learning 9 Sample Weekly Schedule 10 

D. Protocols for Students 11 Synchronous and Asynchronous Sessions 11 Consultation Sessions 12 Submission of Requirements & Academic Integrity 12 Suspension of Classes 13 

E. School Calendar – Important Dates 13 

III. ACADEMICS 15 A. Overview 15 B. Curricular Offerings 16 

Araling Panlipunan 16 Art 17 Christian Life Education 18 Computer Education 20 English 21 Filipino 22 Math 24 Music 27 Physical Education 28 Science 29 

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Advanced Programs 32 C. Grading System 32 

Purpose of Marks 33 Qualitative Academic Marks 33 Computation of Marks 33 Grading Policy for Missed Assessments 34 Subject Area Effort and Conduct Marks 35 

D. Honors and Awards 36 E. Promotion and Non-Promotion 37 F. Some Tips for First-Time Flyers in the AteneoBlueCloud 37 

IV. STUDENT AFFAIRS AND FORMATION 40 A. Overview 40 B. The Cluster System 40 C. The Mentoring Program 41 D. Intensified Dialogue on Students’ Formation Program (iDSF) 42 E. Non-Academic Day/Wellness Wednesday 42 F. Daily Check-In 44 G. Order and Discipline 44 

Attendance 45 Punctuality 45 Dress Code 45 Haircut 46 

H. Formative Interventions and the APSAF Conduct Mark 46 I. Spiritual Formation 48 J. Guidance and Counseling Program 48 

Online Counseling 49 Guidance Formation Program 49 Individual Inventory Service 49 Online Consultation Services 50 Referral Service 50 Guidance Testing Service 50 

K. The Student Activities Program 50 SAP Guiding Principles 50 Program Scope 50 JHS Student Activities in the New Normal 51 Council of Student Organizations (CSO) 51 Assembly of Class Officers (ACO) 52 Athletes’ Council (AthC) 52 Student Government 53 

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The Sanggu-JHS Theme for SY 2020-2021 53 L. Christian Service and Involvement Program 54 

Grade 7 Dungaw Exposure Program 55 Grade 8 Danas Ecological Engagement Program 55 Grade 9 Dama Christian Service Program 55 Grade 10 Damay Immersion Program 55 

M. Athletics 57 N. Health Services 57 

V. OTHER OFFICES 59 A. Office of Parent Relations and Programs 59 

Goals and Objectives 59 Organizational Structure 59 The Way of Proceeding 59 The Year Ahead 60 

B. Educational Media Center 60 Overview 60 Resources 61 Information Literacy Program 63 

VI. DIRECTORY 64    

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I. INTRODUCTION   A. Message from the Principal 

  I’m sure that many of you are somehow familiar with the Jesuit terms such as Magis, and Cura Personalis but it is quite likely that many of you have seldom encountered the term TANTUM QUANTUM which in English is translated to “ in so much as.”   TANTUM QUANTUM may be alien to many but it really is of such significance to us because it informs the way we should act and make decisions. TANTUM QUANTUM reminds us not to act and decide blindly, merely on the basis of hard and fast rules, but insofar as these rules help lead us to the pursuit of what is the greater good.   Evidently , the primer is quite detailed and meant to be as instructive as possible. Yet there will be times when the questions that you have are best answered not by the straightforward information found here but in the context of what will lead you to the greater good. To this , I offer TANTUM QUANTUM as a guiding principle.        

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B. Vision-Mission of the Ateneo de Manila Basic Education 

  Vision The Ateneo de Manila University - Basic Education unit is a premier Filipino, Catholic and Jesuit educational institution that forms servant-leaders who have an intimate and faithful relationship with Christ, are competent in every aspect, with a well-formed conscience, compassionate to others, and a commitment to serve the country and the global community.  Mission As a premier Filipino, Catholic and Jesuit educational institution, the Ateneo de Manila University - Basic Education unit aims to hone and enrich one’s talents and character through structures and age-appropriate opportunities guided by the Ignatian tradition and pedagogy.  In the Junior High School, the young man discovers himself, hones his talents and abilities and develops his leadership skills. As he matures in faith, he grows in understanding that he is part of a larger community called to deepen his love for country and to contribute as a steward of God’s creation.            

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C. Profile of the Ateneo de Manila Basic Education Graduate 

 The Ateneo de Manila Basic Education graduate is a young individual who was molded by Ignatian tradition and pedagogy into a future leader, a nation builder, and a catalyst of progress in the global community.   Upon the student’s graduation from Basic Education, the student would have been formed into a person who:  

is CHRIST-CENTERED; is COMPETENT in all areas of one’s life; has a well-formed CONSCIENCE, with the courage to defend what is right and to right what is wrong; has COMPASSION for others, especially the poor and disadvantaged, a compassion that leads to a life of service and work for justice and peace; and lives out one’s COMMITMENT to God, and to society as a steward of creation.  

  Per intercessionem Sanctae Virginis Mariae   

   

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II. GENERAL INFORMATION  A. Online Learning in the Ateneo de Manila Junior High School  

  Anchored on Ignatian tradition and pedagogy, the Ateneo de Manila Junior High School (AJHS), in implementing online learning, commits itself to accompany its students in their journey to become Christ-Centered , persons of Competence, Conscience , Compassion, and Commitment , in an increasingly uncertain and changing world.   Through the AteneoBlueCloud, our virtual campus, the AJHS promises quality online Jesuit education and holistic formation for the young men entrusted to its care.  AJHS Online Learning is characterized by the following salient features:   

● Structured. It follows a regular schedule, which will enable students to manage their learning experiences and tasks more efficiently and effectively. However, unlike what used to be a typical day for students, this schedule will focus on the students’ learning time, rather than their contact time with the teacher.   

● Inclusive and Flexible. It commits that no student will be left behind because learning materials will be available to all regardless of the strength of their internet connectivity or the limitations of their available gadgets. Furthermore, online learning programs in the AJHS were designed to be usable even beyond this time of the pandemic.   

● Holistic. It remains true to the tenets of Jesuit education, wherein formation encompasses the whole person--mind, hands, and heart. Thus, 

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the school’s curricular offerings focus on both the academic programs and non-academic formation programs.   

● Community-building. It recognizes that effective online education is a shared mission that is only possible through the collaboration and cooperation among its stakeholders--students, parents, teachers & staff, administration.   

 B. Official Learning and Communication Platforms  

  Online Learning Platform  GSuite for Education is the official online learning platform of the AJHS. It is a set of educational productivity tools from Google that includes Mail, Drive, Calendar, Docs, Sheets, Slides, Hangouts, Chat, Meet, Sites, and Classroom. Through these tools, students will be able to communicate and collaborate with their teachers and classmates, access materials, plan, organize, and perform tasks more efficiently, and learn 21st century digital citizenship skills.  Learning Management System  Google Classroom is the official learning management system (LMS) of the AJHS. It is part of the Google Apps for Education suite of tools. With Google Classroom, teachers and students communicate and collaborate, manage assignments entirely online, and stay organized. This is where all announcements, materials, and assessment tasks will be posted by the subject teachers. There will be one Google Classroom for each subject.  Explore the Guide to Google Classroom Basics for Parents and Students at https://sites.google.com/ateneo.edu/gclassroombeu. This includes modules and frequently asked questions about Google Classroom as well as other G Suite tools that work with Google Classroom. 

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 OBF Accounts for Students  With the help of the University’s Information Technology Resource Management Office (ITRMO), a University Google-based account was created for the students. The student’s OBF account will be used to log in to the G Suite apps. Through this email address, the students will have access to the different tools the school will use to deliver and enhance lessons.  The students can use their OBF account to send emails to their teachers and classmates using Gmail. This can also be used for sending messages through Google Chat and for video conferencing through Google Meet. With the OBF account, the students are enrolled into a mailing list where members of the group will be those in their class. This will be used as a means of communication via email between teachers and classmates regarding school-specific or class-specific announcements. Only members of the mailing list may send and receive emails in the group.   C. Delivery of Learning Experiences 

 Modes of Learning  Learning experiences will be delivered to students using two modes: Synchronous and Asynchronous. Synchronous activities happen in real-time, usually via videoconferencing, while asynchronous activities require minimal real-time interaction between the teacher and the students. They involve learning activities that students can do on their own and at their own pace, within a reasonable time frame, while providing students opportunities to communicate or consult with their teachers as needed.    These two modes may be further subdivided into the following categories: 

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Synchronous  Asynchronous 

In-Class (On-Cam)  

This type of activity mimics the live classroom experience through the use of video-conferencing tools. 

E.g. live lecture or discussion 

On-Screen  

This type of activity does not necessarily require online presence, but is still device-dependent. 

E.g. watching/listening to a pre-recorded lecture, reading reference materials in e-book form, group discussions outside of class sessions, working on assigned tasks or exercises 

Online (Off-Cam) 

This type of activity requires active participation but through the use of text-based messaging. 

E.g. interaction in a chat room or discussion board, taking a scheduled assessment 

Off-Screen  

This type of activity does not require any device, yet, they still form part of the learning time of the subject. 

E.g. reading and/or accomplishing exercises in a textbook 

  Sample Weekly Schedule   

  Monday  Tuesday  Wednesday  Thursday  Friday 

8:00 – 9:00 am 

Daily Check- in Morning Cluster 

Address Daily Check- in 

9:00 – 10:00  English  Filipino Class 

Moderator’s Period 

Math  Science  

10:00 – 10:30  AM BREAK 

10:30 – 11:30   Science  Math Formation 

Session Filipino   English 

11:30 am – 1:00 pm 

LUNCH BREAK 

1:00 – 2:00  AP  CLE  Org Period   Art/Computer   Music/PE 

2:00 – 3:00  Academic Consultation Time    Academic Consultation Time 

3:00 – 4:00 Non-Academic Consultation 

Time Faculty Meeting 

Non-Academic Consultation Time 

5:00  Submission of Assigned Tasks for the Day 

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  D. Protocols for Students  As a general rule, students are expected to observe the highest standards of conduct and decorum during online learning. An online classroom is a safe space and will remain to be safe if everyone in the community adheres to the university policy on ethical conduct during online learning. Everyone is expected to maintain a positive online identity and promote a supportive online learning environment. The AJHS encourages all stakeholders to live by the accepted norms of morality and in accordance with our Christian values.   Synchronous and Asynchronous Sessions  During synchronous and asynchronous sessions, students must observe the daily routines provided by the school. A daily schedule is given to guide students in planning their day and working on their tasks. The school believes that this helps students self-regulate, develop self-discipline, and become independent learners.  

Synchronous ● Be punctual. Dress appropriately for In-Class (On-Cam) sessions. 

Refer to part IV (Student Affairs and Formation) for the detailed guidelines on Attendance, Punctuality, Dresscode, and Haircut.  

● When joining an In-Class (On-Cam) session, put your microphone on mute to avoid unnecessary noise during the session. If you wish to speak during the session, ask permission from your teacher by using the Nod extension app to “raise your hand”, or by typing in the chat box. Remember to use the chat box only for discussions related to the lesson. 

 Asynchronous 

● Carefully go over the materials posted by your teachers in Google Classroom.  

● Participate actively by writing down your ideas or posting questions on the comment section of the relevant material. Read others’ comments and respond appropriately.  

● When discussing ideas or giving an opinion, support your stance with reason. This is the most important criterion in assessing someone's contribution to discussions, not the number of posts or reacts you made. 

● Out of courtesy to others, do not write in a stream-of-consciousness fashion. Avoid lengthy, rambling responses by organizing your thoughts first before posting. 

● Be mindful of and keep to the deadlines set by your teachers for assigned tasks. 

 

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AT ALL TIMES, maintain a positive online learning environment. Express your thoughts and opinions in a respectful manner, even when your teacher is not around. Use your freedom of expression responsibly. Think before you post! 

 Consultation Sessions   A designated time in the weekly schedule is allotted for academic and non-academic consultations. Consultation sessions may be done individually or in groups.   To consult synchronously: 

● Inform your teacher at least a day in advance to allow your teacher to make the necessary arrangement and preparations.  

● Send your questions prior to your consultation.   To consult asynchronously: 

● Use only official channels for communication. You may send an email using your OBF account or send a message via Google chat during school hours (i.e. before 5:00 pm). Your teacher will reply to your queries within a reasonable amount of time. 

The school may also initiate consultation sessions to discuss important matters with concerned students. Such matters may include academic intervention, disciplinary concerns, guidance interviews and/or counselling, and mentoring.   

Submission of Requirements & Academic Integrity  As a Jesuit institution, we value magis. It is not simply doing more but more importantly doing things for the greater glory of God. When turning in requirements, remember that your work is an expression of magis. As such, your work is expected to always be on-time, complete, and truthful.  Academic integrity, as a manifestation of truthfulness, is the commitment to and demonstration of honest and moral behavior in an academic setting. Students who adhere to academic integrity show respect for their work and the work of their peers. The school will not tolerate small ethical compromises that sacrifice the integrity of the academic community.   Uphold the value of academic integrity by following these guidelines: 

● Ensure that your answers to any school requirement are your own work, unless collaboration is explicitly allowed by your teacher.   

● Do not share your answers with anyone, unless explicitly allowed by your teacher.  

● Avoid engaging in any activity that will compromise the integrity of your grade or the grade of others.   

● Report suspected violations to your teacher or Cluster Coordinator.  

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Plagiarism is a serious offense against academic integrity.  

“Many people think of plagiarism as copying another's work or borrowing someone else's original ideas. But terms like "copying" and "borrowing" can disguise the seriousness of the offense:  According to the Merriam-Webster online dictionary, to "plagiarize" means: ● to steal and pass off (the ideas or words of another) as one's own ● to use (another's production) without crediting the source ● to commit literary theft 

All of the following are considered plagiarism: ● turning in someone else's work as your own ● copying words or ideas from someone else without giving credit ● failing to put a quotation in quotation marks ● giving incorrect information about the source of a quotation ● changing words but copying the sentence structure of a source without giving 

credit ● copying so many words or ideas from a source that it makes up the majority of 

your work, whether you give credit or not (see our section on "fair use" rules) ● to present as new and original an idea or product derived from an existing 

source” 

Taken from: What is Plagiarism? (2017, May 18). Retrieved July 24, 2020, from https://plagiarism.org/article/what-is-plagiarism,  

 Make sure that you understand the policies laid out by the school as to what constitutes cheating, plagiarism, and inappropriate online collaboration. The Code of Discipline will be enforced once a student violates the rule on academic dishonesty.  Suspension of Classes When classes are suspended due to inclement weather or other unforeseen events, official announcements will be posted on AteneoBlueCloud - AJHS Virtual Campus and Ateneo Junior High School Facebook page.   E. School Calendar – Important Dates   

Month  Dates  Activity 

August 

3-7  Grades 7 -10 Orientation Week 

10-14  Schola Brevis Week 

12  Mass of the Holy Spirit and Votive Mass for the Feast of the Assumption of our Lady 

19  Quezon City Day (holiday) 

21  Ninoy Aquino Day (holiday) 

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26  Class Officers’ Elections Pagdiriwang ng Rurok ng Buwan ng Wika 

31  National Heroes Day (holiday) 

September  9  Votive Mass for the Feast of Nativity of Our Lady 

23  Org Fair 

October 

7  Mass for the Feast of our Lady of the Holy Rosary Formators’ Day Celebration 

14  Mental Health Awareness Program (Guidance Week Celebration) 

 November 

3  Start of the Second Term 

11  Votive Mass for the Feast of St. Stanislaus Kostka, SJ 

30  Bonifacio Day (holiday) 

December 

8  Solemnity of the Immaculate Conception (holiday) 

9  Votive Mass for the Solemnity of Immaculate Conception 

18  Community Christmas Mass 

19  Start of Christmas and Midyear Break 

January 11  Resumption of Classes 

20  Social Involvement Mass 

February 

1  Start of Third Term 

12  Chinese New Year (holiday) 

17  Ash Wednesday Mass 

25  EDSA day (holiday) 

March 

24  Votive Mass for the Feast of Annunciation 

1  Maundy Thursday (holiday) 

2  Good Friday (holiday) 

April 

7  Community Easter Mass 

9  Araw ng Kagitingan (holiday) 

30  Closing Ceremony 

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III. ACADEMICS  

  A. Overview  The Ateneo de Manila Junior High School’s Academic Program is composed of ten (10) subject areas—Araling Panlipunan, Arts, Christian Life Education, Computer Education, English, Filipino, Mathematics, Music, Physical Education and Science.   In line with the Profile of the Ateneo de Manila Basic Education Graduate, these various disciplines are geared towards producing, at the end of four years, a graduate who is not only academically COMPETENT, but also has a well-formed CONSCIENCE, with the courage to defend what is right, and to right what is wrong, has COMPASSION for others, especially the poor and disadvantaged, and lives out his COMMITMENT to his mission in life, to God and to society, because he is a CHRIST-CENTERED person.  The academic curriculum is designed following the Ignatian Pedagogical Paradigm, which considers the ever-changing context of the students and the world around them, and builds on their learning experiences, in order to maximize their full potential and development in the various aspects of study.  With the shift to online learning, course content is streamlined to focus on depth, rather than breadth, of learning, covering essential competencies and relevant life skills that will enable students to critically reflect on their experiences, and lead them beyond “merely knowing” toward action with purpose and impact.    

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B. Curricular Offerings  

  Araling Panlipunan  Ang Araling Panlipunan ay nakatuon sa pag-unawa sa kasalukuyang lipunan habang patuloy na nakaugat sa nakaraan. Gagamitin ng mga mag-aaral ang mga kaalamang ito upang makabuo ng napagnilayang desisyon tungo sa isang mas mabuting hinaharap.   Sa pagtalakay ng mga aralin, ginagabayan ang mga guro ng asignatura ng sumusunod na pananaw at paniniwala:  

 Nilalayon ng programa ng Araling Panlipunan ng Ateneo de Manila Junior High School na hubugin sa bawat mag-aaral ang damdamin ng pagiging “mamamayan-para-sa-kapwa”, mga mamamayang nagtataglay ng mga sumusunod na katangian: panlipunang kamulatan, panlipunang kamalayan at panlipunang pakikisangkot. 

 Mga Paksa    GRADE 7 

Kasaysayan at Kabihasnan ng 

Asya 

GRADE 8 Kasaysayan ng 

Daigdig 

GRADE 9 Pambungad sa 

Ekonomiks 

GRADE 10 Kontemporaryong 

Isyu 

First Term  ● Panimula sa Asya, Heograpiya 

● Mga Kabihasnan sa Asya 

● Mga Relihiyon at Pilosopiya sa Asya 

● Panimula sa Kabihasnan 

● Mga Kabihasnan sa Malapit na Silangan at Ehipto, Griyego at Romano 

● Pambungad sa Ekonomiks 

● Ang Mamimili ● Batas ng 

Demand ● Ang mga 

Negosyo 

● Pambungad sa Kontemporaryong Isyu 

● Pagkamamamayan  

● Karapatang Pantao 

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Second Term 

● Imperyalismo sa India, Tsina, at Timog Silangang Asya 

● Panahong Midyebal 

● Estadong-Nasyon 

● Renasimyento at Repormasyon 

● Batas ng Supply ● Ekwilibrium ● Elastisidad ● Makroekonomik

s 

● Edukasyon: Access at Kalidad 

● Mga Isyung may kaugnayan sa kasarian 

● Mga Isyung Ekonomiko  

Third Term 

● Nasyonalismo sa Hapon, India, Tsina, Korea, at Timog Silangang Asya 

● Mga Himagsikan 

● Imperyalismo ● Mga Digmaang 

Pandaigdig 

● Patakarang Piskal 

● Patakarang Monetaryo 

● Mga Sektor ng Ekonomiya 

● Mga Isyung Pulitikal 

● Mga Isyung Pangkapaligiran  

 Mga Kagamitan sa Kurso  Batayang Aklat Grade 7: Asya ni Jay Son Batang   Grade 8: Kasaysayan ng Daigdig nina Eliseo Manaay Jr. at Patrocenia Taguinod   Grade 9: Ekonomiks sa Makabagong Panahon nina Charo B. Bon at Rosa Belle R. Bon Grade 10: Mga Kontemporaryong Isyu ni Jens Micah de Guzman   Mga Babasahin (Reading materials) Mapa, Larawan, Balita, Editorial, Editorial Cartoon, Videos at Infographics  Mga Gawain  Upang masukat ng guro ang natutuhan ng mga mag-aaral, may mga gawaing itatakda ang mga guro na karaniwang ginagawa nang pangkatan (group).   Sa tulong ng G Suite tools at iba pang applications gaya ng Padlet, dito ilalalagay ng mga mag-aaral ang kanilang sagot sa mga gabay na tanong, pagninilay o case study.   May mga pagkakataon ring maaaring gumawa sila ng mind map, maghanap ng mga lugar sa mapa, maghambing ng mga konsepto gamit ang Venn diagram o gumawa ng mga paglalahat (generalization) gamit ang mga graphic organizer.  Art 

 The Art Subject Area envisions a graduate who possesses aesthetic sensibility and skills in art, forming an appreciation for both local and foreign art and artists, and integrates these with his ability to think critically and creatively in pursuit of the preservation and development of the nation's culture. 

 Scope and Sequence 

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   GRADE 7 

Philippine Art GRADE 8 Asian Art 

GRADE 9 Western Art 

GRADE 10 Media Art 

First Term  ● Study of Art ● Pre-Colonial 

Art ● Sculpture 

 

● Study of Art ● East Asian Art ● Calligraphy 

Writing 

● Study of Art ● Pre-Historic Art ● Painting 

 

● Introduction to Media  

● Effective Communication in Advertising  

● Product Commercial Advertisement  

● Brand Logo & Product Packaging Design 

Second Term 

● Art During the Spanish Colonization 

● Portraiture 

● South Asian Art 

● Found Object Rangoli 

● Egyptian Art ● Greek and 

Roman Art ● Relief Sculpture 

● Print Advertising ● Basic Product 

Photography ● Creating a PCA 

Print Advertisement 

Third Term  ● National Artists of the Philippines 

● Collage  

● Central and West Asian Art 

● Geometric Construction 

● Medieval Art ● Renaissance Art ● Tableau Vivant 

● Public Service Announcements  

● PSA Concept Paper 

● Creating a PSA Print Advertisement 

  Materials  All students in every grade level will be provided with an Art Kit that will contain the basic art materials necessary for their coursework.  Assessment Tasks  Formative Tasks: Homework and Exercises Summative Tasks: Projects  Christian Life Education 

 The Christian Life Education Subject Area envisions a graduate who continues to develop a living, conscious, and active faith life that is anchored on a deep personal relationship with Jesus Christ, which leads them to:  

● Understand and put to heart the truths of the Christian Faith–rooted in both Sacred Scripture and Church Teaching, which illumine our human experience (Doctrine); 

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● Apply Christ's commandments, teachings, virtues, and attitudes in their daily moral choices and decisions (Morals); and 

● Develop a personal prayer life and a love for the Catholic Church as expressed in their active participation during liturgical celebrations and community prayer sessions (Worship). 

 Scope and Sequence  

  GRADE 7 Called to 

Celebrate Our Catholic Identity 

and Mission 

GRADE 8 Called to Discover 

Our Christian Roots 

GRADE 9 Called to Meet 

Christ in Scripture, Church, and Sacraments 

GRADE 10 Called to Follow 

Christ in True Freedom 

First Term  ● Scripture and Tradition 

● Christian Faith ● Triune God and 

the Creed 

● God’s Creation ● The Fall: 

Originating Sin and Its Consequences 

● The Patriarchs: Our Models of Faith 

● Introduction to the New Testament and Gospel Formation 

● Incarnation and Infancy Narratives 

● Concepts of the Kingdom of God 

● Introduction to Christian Morality 

● Freedom ● Conscience 

Second Term 

● Role of the Holy Spirit in Christian Life 

● Prayer ● Baptism 

● Journeying as God’s People: Moses and the Exodus 

● Joshua and the Judges 

● Saul and David ● Solomon 

● Public Ministry of Jesus 

● Parables, Miracles, Beatitudes 

● Paschal Mystery 

● Law ● Christian Virtues ● Sin and 

Reconciliation 

Third Term  ● Eucharist ● Confirmation ● Living out Our 

Confirmation 

● The Prophets ● Isaiah and the 

Messianic Prophecies 

● Resurrection and Pentecost 

● Nature of the Church 

● Mission of the Church 

● Human Life ● Virtue of Chastity ● Truth and Justice 

 Materials  The New American Bible: Revised Edition (NABRE) Textbook Grade 7: Called to Celebrate our Catholic Identity and Mission(3rd ed) by Sanvictores and Miranda Grade 8: Called to Discover our Christian Roots(3rded) by Frago and Salvosa III Grade 9: Called to Meet Christ in Scripture, Church and Sacraments (3rd ed) by Dango and Frago Grade 10: Called to Follow Christ in True Freedom (3rd ed) by Miranda  

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Assessment Tasks  Formative Tasks: Seatwork, Reflections, Class Participation  Summative Tasks: Quizzes and Alternative Assessments 

 Computer Education  The AJHS Computer Education Program covers office productivity, website                 development, and programming. The program also includes an understanding                 of ethical issues involved in the use of the different information and                       communications technologies.  Scope and Sequence    GRADE 7  GRADE 8  GRADE 9  GRADE 10 

First Term 

● GSuite Apps ● Word 

Processing: Getting Started with Google Docs 

● Electronic Spreadsheet: Getting Started with Google Sheets, Operations, and Basic Functions 

● ICT Security Threats and Issues  

● Creating Websites 

● Introduction to Programming 

● Sequential Programming 

Second Term 

● Word Processing: More Tools in Google Docs   

● Creating Effective Slide Presentation: Getting Started with Google Slides 

● Electronic Spreadsheet: Advanced Functions 

● Managing Websites  

● Conditional Programming 

Third Term 

● Creating Effective Slide Presentation: More Tools in Google Slides 

● Electronic Spreadsheet: Advanced Functions and Data Validation 

● Maintaining a Website 

● Iterative Programming 

 Materials  Grade 7: GSuite Apps: Gmail, Classroom, Chat, Meet, Calendar, Drive, Google Docs, and Slides Grade 8: Google Sheets Grade 9: Google Sites Grade 10: Small Basic (download the program from - https://smallbasic-publicwebsite.azurewebsites.net/)  Assessment Tasks  

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Formative Tasks: Seatwork or Class Participation  Summative Tasks: Quizzes or Hands-on Tasks  English 

 The English Subject Area provides students with meaningful experiences to hone their communicative, creative, and critical thinking skills in the English language, develop their eloquence and wisdom, and nurture in them a love for Christ and country, thus moving them to work for social transformation.  Scope and Sequence    GRADE 7  GRADE 8  GRADE 9  GRADE 10 

First Term 

● Theme: “Loving oneself entails accepting one’s strengths and weaknesses.” 

● Writing Task: Exposition Paragraph of First-Person Narrative  

● Speaking Task: Interpretative Reading of a First Person Narrative  

● Theme: “To be resilient is to find strength in one’s self amidst adversity.” 

● Writing Task: Descriptive Paragraph about a character or a setting of a story 

● Speaking Task: A one-minute Descriptive Vlog 

● Theme: “An Atenean does things well for a relevant purpose” 

● Writing Task: Factual Recount (published in a newsletter) 

● Speaking Task: share personal experiences 

● Theme: “I conquer the challenges in my journey” 

● Writing Task: Comparison-Contrast Essay: one’s journey and the journey of a hero  

● Speaking Task: informative Extemporaneous Speech on themes related to going on a journey 

Second Term 

● Theme: “Belonging to a family makes one aware of one’s responsibility towards himself and others.” 

● Writing Task: Conflict Development Paragraph of FPN + Sentence Outline  

● Speaking Task: Two-way Conversation  

  

● Theme: “To empower and inspire others to face their own obstacles initially require finding the light within one’s self.” 

● Writing Task: Comparison-Contrast Paragraph about an issue present in The Giver and our current society 

● Speaking Task: Two-way Conversation 

● Theme: “An Atenean seeks to develop an informed and conscientious opinion/stance.” 

● Writing Task: an insightful Descriptive Paragraph 

● Speaking Task: Oral Narration of a soliloquy from Cyrano de Bergerac 

● Theme: “I am responsible for the consequences of my actions.” 

● Writing Task: Cause and Effect Essay  

● Speaking Task: Personal Poem: Macbeth themes 

Third Term 

● Theme: “Being a man for others 

● Theme: “To effect positive 

● Theme: “An Atenean is 

● Theme: “I strive to be a positive 

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challenges one to serve his community.” 

● Writing Task: Personal Factual Recount (cohesion) 

● Speaking Task: Delivery of a Poem  

   

change in the community requires allowing one’s strength of character and integrity to shine through.” 

● Writing Task: Persuasive Formal Letter addressed to a school official  

● Speaking Task: Individual Oral Report based on the persuasive letter 

moved to share another’s burden.” 

● Writing Task: Informative paper 

● Speaking Task: Informative Speech 

transforming difference in my community.” 

● Writing Task: Persuasive Essay using appropriate expository techniques 

● Speaking Task: Presentation of the Persuasive Essay + Q and A 

 Materials  Grade 7: Shakespeare Stealer by Gary Blackwood (Novel – hardcopy) Grade 8: The Giver by Lois Lowry (Novel – hardcopy) Grade 9: Flowers for Algernon by Daniel Keyes (Abridged – PDF) and Animal Farm by George Orwell (Novel – hardcopy) Grade 10: The Odyssey by Homer (Excerpts from Robert Fagles’ translation – PDF), Macbeth by William Shakespeare Folger’s Edition (Play - E-book), and To Kill a Mockingbird by Harper Lee (Novel – hardcopy) 

Other resource materials: audio or video files with accompanying transcripts or lecture notes, handouts regarding the student’s lessons   Assessment Tasks  The students will be given a variety of formative assessments to check for understanding and acquisition of skills such as synchronous and asynchronous online discussions, quizzes, surveys, and writing tasks. These assessments will culminate in a major speaking and writing task for the Grading Period.  Filipino  Pagkatapos ng apat na taon sa Asignaturang Filipino, inaasahan ang mag-aaral na maging Atenistang MABÍSÀ, PUKÁW, at SANGKÓT sa FILIPINO.  

● MABISA--Nakikipagtalastasan siya sa iba’t ibang madlang kasalamuha sa paraang malinaw, maginhawa sa kausap, nakaaantig, at nakahihikayat ng paghanga sa Wikang Filipino. 

● PUKAW--Inaaako niya ang sariling paglago sa wika at sa pagkilala sa panitikan at kulturang Filipino. Dinaraanan niya ang proseso ng pamumuhunan, paglilinang, pagsasakatauhan, at pagsasalipunan. 

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● SANGKOT--Naghahanap siya, nangangarap, nag-uunat, at nagpapatupad ng mga magpapabuti sa kanyang mga kapwa Filipino. 

● FILIPINO--Sa dokumentong ito, Wika, Kultura, Bayan at ang mismong Tao ang mga pagpapakahulugan sa Filipino. 

 Mga Paksa, Gamit at Gawain    GRADE 7 

Alab GRADE 8 

Siklab GRADE 9 

Liyab GRADE 10 Lagablab 

First Term  ● Teksto: Samot-saring tekstong nagpapakilala ng Detalyeng Filipino 

● Sulat: Talata tungkol sa pagka-Filipino 

● Bigkas: pagpapakilala sa sarili   

● Teksto: Noli Me Tangere 

● Sulat: Pagsulat at pagpapaliwanag ng Tesis 

● Bigkas: Pagpapaliwanag ng Tesis   

● Teksto: El Filibusterismo 

● Sulat: Sanaysay, maikling tugon (talata), pagpapatunay ng tesis 

● Bigkas: Paglalahad ng nabuong kaisipan, pagpapatunay ng pagkiling  

● Teksto: Florante at Laura--pagtalakay sa nilalaman at usapin sa akda gamit ang mga Tesis 

● Sulat: Pagbibigay-opinyon o komentaryo na nakabatay sa tesis na kanilang bubuuin 

● Bigkas: Pagpapaliwanag ng Tesis na binuo na siyang gagamitin para sa hantungang papel na bubuuin 

Second Term 

● Teksto: Ibong Adarna (Unang Yugto) 

● Sulat: Isang saknong na may sukat, tugma, at imahen tungkol sa napiling kaugaliang Filipino 

● Bigkas: Pagpapaliwanag at sauladong pagbigkas ng sinulat na saknong 

● Teksto: Kuwentong Filipino-- babasahin, pakikinggan, panonoorin 

● Sulat: Pagbabalangkas at pagsulat ng talatang nagsasalaysay 

● Bigkas; Pagsasalaysay at Pagganap gamit ang boses  

● Teksto: Dulang Filipino 

● Sulat: Pagbuo ng eksena (monologo at/o diyalogo), maiikling tugon (talata) 

● Bigkas: Madamdaming pagbasa at pagtanghal ng iskrip  

● Teksto: Mga Piling Sanaysay tungkol sa mga usaping pambayan 

● Sulat: Sanaysay na may tatlong bahagi (simula, katawan, wakas) hinggil sa paksang pinili 

● Bigkas: Pagpapaliwanag ng usapin/paksang pinili para sa isusulat na sanaysay 

Third Term  ● Teksto: Anina ng mga Alon 

● Teksto: Personal na Sanaysay, Nagtatampok, Paskil sa 

● Teksto: Tulang Filipino 

● Teksto: Dekada 70 (regular)/ Ang Ginto sa Makiling (Pandangal) 

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● Sulat: Talatang naglalahad / nagpapatunay 

● Bigkas: Pagpapatunay ng nahinuha mula sa binasang nobela 

Internet, Liham, Talumpati, Ulat 

● Sulat: Pagsulat ng Personal na Sanaysay 

● Bigkas: Pagbabahagi ng pinagmunihang personal na karanasan 

● Sulat: Sariling-likhang tula 

● Bigkas: Pagbigkas ng tula (babasahin at/o saulado)  

● Sulat: Payak na papel-pananaliksik 

● Bigkas: Pag-uulat/ pagtalakay sa papel-pananaliksik na nabuo  

  Math  The Mathematics Subject Area aims to be a moving force in Mathematics Education that serves the Filipino nation by forming problem-solvers through globally competitive programs. Through the rigors and training of the Math program--correct application of mathematical concepts, attention to precision, speed and accuracy, and the use of creative approaches in problem-solving--students are equipped with the discipline and fundamental skills that will help them make sound and responsible decisions. It will develop among students the will to persevere and the desire to extend their mathematical skills not only for his personal growth, but also for the betterment of his immediate community.   Scope and Sequence  Regular Program    GRADE 7  GRADE 8  GRADE 9  GRADE 10 

First Term  ● Set of Real Numbers 

● Introduction to Algebra 

● Problem- solving Heuristics 

● Sets ● Operation on 

Polynomials ● Laws of 

Exponents  

● Linear Equations in 2 Variables  

● Systems of Linear Equations  

● Statistics  ● Radicals 

● Introduction to Functions 

● Operations on Functions and Compositions of Functions 

● Graph Analysis ● Linear 

Functions  ● Quadratic 

Functions ● Function 

Models  

Second Term 

● Building Blocks of Geometry 

● Triangles and ● Quadrilaterals  ● Perimeter, 

● Factoring Techniques 

● Rational Algebraic Expressions 

● Properties of 

● Quadratic Equations  in one variable and two variables  

● Rational 

● Polynomial Functions 

● Sequence Functions and Series Functions  

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Area, Volume  Angles, Triangles, Parallel Lines and Quadrilaterals 

●  

Equations ● Radical 

Equations 

● Measures of Dispersion/ Variability, and Position 

 

Third Term 

● Percent ● Speed ● Rate ● Statistical 

Diagrams 

● Cartesian Plane 

●  ● Graphing 

Linear Equations in 2 Variables 

● Slope of a Line 

● Special Right Triangles 

● Triangle Congruence and Flowchart Proof 

● Triangle Similarity 

● Trigonometric Ratios 

● Combinatorics ● Probability  ● Circles 

 

 Advanced Program 

  Grade 8  Grade 9  Grade 10 

First Term 

● Sets ● Laws of exponents ● Operations on 

Polynomials ● First-degree 

Equations in One variable 

● First-degree Inequalities in One Variable 

● Radicals ● Special Right 

Triangles ● Triangle Congruence ● Proving using 

Congruent Triangles 

● Functions ● Evaluation of 

Functions ● Operations on 

Functions ● Graph Analysis ● Linear Functions ● Quadratic Functions 

  

Second Term 

● Factoring ● Rational Algebraic 

Expressions ● Polygon Properties ● Parallelogram and 

Quadrilateral Properties  

● Pythagorean Theorem and its Converse 

● Quadratic Equations and Inequalities 

● Rational Equations and Inequalities 

● Radical Equations ● Similar Triangles 

● Piecewise Functions and modeling 

● Transformations of the graphs of Functions 

● Polynomial Functions ● Combinatorics ● Fundamental 

Counting Principle ● Permutation ● Combination 

Third Term 

● Literal Equations ● Linear Equations in 2 

Variables ● Linear Inequalities in 2 

Variables ● Systems of Linear 

Equations  ● Measures of Central 

Tendency 

● Quadratic Functions ● Trigonometric Ratios ● Laws of Sine and 

Cosine 

● Probability - Simple and 

● Compound ● Circles ● Measures of 

Dispersion ● Measures of Position 

    

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Materials  Grade 7 Textbook: New Syllabus Mathematics Textbook and New Syllabus Mathematics Workbook Materials: Math Graphing Notebook (8.5 by 11), 100 sheets and Ruler  Grade 8 Textbook: Elementary Algebra by Oracion and Oracion (regular program); New Syllabus Mathematics 8 (advanced program) Materials: Math graphing notebook (81/2 x 11) 100 leaves, A4 paper, Basic / Scientific calculator, Ruler, Whiteboard with Marker and Eraser  Grade 9 Textbook: Intermediate Algebra by Oracion and Oracion (regular and advanced programs) Statistics Workbook (regular program only) Materials: Math Graphing notebook (8 ½ x 11), 100 leaves, Intermediate pad (size 1), Scientific calculator, Ruler (regular and advanced programs); Highlighter pen, Whiteboard with Marker and Eraser, and Compass (advanced program only)  Grade 10 Textbook: Advanced Algebra and Trigonometry by Carmela C. Oracion (regular program); Online Worksheets (advanced program) Materials: Math Graphing notebook (8 ½ x 11), Scientific calculator, Whiteboard with Marker and Eraser (regular and advanced programs); Intermediate Pad (Size 1), Graphing Paper, Ruler, and Compass (regular program only)   Assessment Tasks  Grade 7: Worksheets, Speed Games, Google Quizzes, Reflections, Problem-solving Tasks, Performance Tasks  Grade 8 Regular Program: Cerebry output, Reflection, Worksheets / Book Exercises (individual photo output), Summary Notes, Alternative Assessment (group), Authentic Assessment (group with peer evaluation), Participation (asynchronous and synchronous)  Grade 8 Advanced Program: Photo Outputs, Google Form Quizzes, Problem Sets, Performance Task, Learning Portfolio  Grade 9 Regular Program: Offline exercises, Online exercises (i.e. Cerebry), Reflection/Journal Writing, Summary Notes, Participation (asynchronous and synchronous), Performance Tasks / Investigation Activities (group with peer evaluation), e-Portfolio  Grade 9 Advanced Program: Photo Output of Written Work, Video Output or Live Presentation of Solutions to Problem Sets (individual or collaborative), Recitation 

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 Grade 10 Regular Program: Authentic Assessments (alternative & project-type), Video Outputs (individual and group), Photo Outputs and/or Written Work (individual and group), Online Assessments, Live Reporting and Recitation (individual and group), Summary Notes  Grade 10 Advanced Program: Photo output, Google Form Quizzes, Quizziz, Recitation, Performance Tasks  Music  

  The Music Subject Area envisions a graduate who possesses holistic aesthetic sensibility, critical and creative thinking to have a deeper understanding of the music around him that will enable him to influence and impact others to appreciate and develop a love for both local and international works of music.  The Music program is based on the Kodály Concept, a philosophy of Music Education advocated by the Hungarian composer, Zoltán Kodály. It aims to develop a love for music supported by understanding and knowledge of basic musical skills including reading and writing. The method is child-developmental, experiential and highly-sequential and looks on singing and instrumental playing as the basis of learning.             

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Scope and Sequence    GRADE 7 

Philippine Music GRADE 8 

Asian Music GRADE 9 

Western Music GRADE 10 

World Music 

First Term  ● Levels of Listening 

● Kodály Tools In Music Literacy 

● Anacrusis ● Classification of 

Musical Instruments 

● Indigenous Musical Instruments of Luzon and Mindanao 

● Music of Indonesia 

● Major Scales ● Scalar Degrees ● Introduction to 

Harmonic Functions 

● (syn-co-pa)

 Composition 

● Ancient Greek Music 

● Medieval Era ● Major and Minor 

3rd Intervals ● Composition 

 

● African Music ● Rhythm 

Patterns Review ● Syncopation 

and Improvisation 

● African- American Music Genre 

● Harmonization ● Jazz Music 

Second Term 

● Pre-Spanish Song Types 

● Musical symbols ● Solmization 

with Letter Names and Keyboard playing 

● Music of Thailand 

● Major Scales  ● Harmonic 

Functions ● Root Position 

Triads 

● Renaissance Era ● Baroque Era ● Rhythmic (tai-ti) 

and melodic dictation (M3, m3) 

● Latin-American Music 

● Minor and Harmonic scales (inversions) 

● Mexican culture 

Third Term 

● Forms ● Melodic 

Properties 

● Music of India ● Major Scales 

(Bb) ● Minor Scales 

(Am) ● Triadic 

Inversions 

● Classical Era ● Romantic Era ● Rhythmic 

(syn-co-pa) and melodic dictation (M2,m2, P4) 

● Musicology  ● Music as a 

Social Product ● Music Research 

- different genres 

 Materials  Piano App Music Writing Sheet Video Capture Device  Assessment Tasks  Formative Tasks: Homework, Performance and Written Quizzes  Summative Tasks: Performance Test  Physical Education  The Physical Education Subject Area aims to develop essential motor skills that will enable students to perform various physical activities and deal with the daily demands of real life, as they seek to become men for others and contribute to nation building. Mens sana in corpore sano. 

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 Scope and Sequence    GRADE 7  GRADE 8  GRADE 9  GRADE 10 

First Term 

● Introduction to Strength & Conditioning  

● Strength & Conditioning through Life Skills 

● Introduction to Modes of Training  

● Modes of Training 

Second Term 

● Core Exercises and Plyometrics  

● Core Exercises and Plyometrics 

● Strengthening Exercises 

● Strengthening Exercises 

Third Term 

● Sports Related Exercises 

● Sports Related Exercises 

● Sports Related Exercises 

● Sports Related Exercises 

 Materials  Proper Sports Attire 

● T-shirt, shorts/jogging pants ● Rubber Shoes with socks ● No accessories (bracelets, necklaces, etc., except for sports or medical 

purposes) to limit injuries and other harmful incidents  Fitness Activity Tools 

● Dumbbells/Improvised Free weights (plastic water or soda bottles) ● Rubber mat  

 Assessment Tasks  Student participation is essential to the program. Structured observations will be considered in grading the students’ 

● Enthusiasm in performing the task given by the teacher ● Individual skill test ● Reflection paper or Training program ● Collaboration with group mates in achieving specific team goals 

 Science  The Science Subject Area aims to form Christ-centered young men of Competence, Conscience, Compassion, and Commitment, who are critical and collaborative problem solvers, responsible stewards of the environment, innovative, creative and reflective thinkers, informed decision makers, effective communicators, committed nation builders of the country, and active players in the affairs of the Asia-Pacific region, for the greater glory of God.      

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Scope and Sequence    GRADE 7 

Integrated Science GRADE 8 Biology 

GRADE 9 Chemistry 

GRADE 10 Physics 

First Term  ● Key Concepts of Nature of Science 

● Science and Technology 

● Scientific Attitudes and Young Filipino Scientists  

● The Study of Biology, Bioethics 

● Tools and Techniques of Biologists 

● Chemical Basis of Life 

● Scientific Inquiry ● Research 

Project 1 

● The Study of Chemistry 

● Scientific Inquiry ● SGDs and 

Research Project 1 

● Measurements ● Mole ● Matter 

 

● The Study of Physics 

● Scientific Inquiry ● Electricity ● Waves and 

Sound ● Optics ● Research 

Module 

Second Term 

● Science Process Skills 

● Physical Quantities of Matter 

● SI Units and Scientific Notations  

● Research Project 2 

● The Cell 

● Research Project 2 

● Atomic Structure 

● Electronic Structure 

● The Periodic Table 

● Mole and Percent Composition 

● Research Project 3 

● Measurement and Quantities 

● Horizontal Motion 

● Vertical Motion ● Projectile 

Motion ● Research 

Module 

Third Term 

● Derived Quantities of Matter 

● Conversion and Problem Solving of Fundamental and Derived Quantities Using Dimensional Analysis (GRESA) 

● Matter 

● Research Project 3 

● Respiratory System 

● Circulatory System 

● Chemical Bonding 

● Variety of Carbon Compounds 

● Chemical Reactions 

● Gases ● Solutions, Acids 

and Bases, Energy 

● Research Project 4 

● Forces and Newton’s Laws 

● Turning Effect of Forces 

● Impulse and Momentum 

● Work, Power, Energy 

● Thermodynamics 

● Research Module 

 Materials  Grade 7 Textbook: Science and Technology 7 by Crisostomo, Rabago, et. al. Materials: ruler (Orions), simple calculator, size 1 pad paper, A4 paper, ⅛ illustration board with plastic cover or small whiteboard, whiteboard marker, whiteboard eraser/rag  Grade 8 Textbook: Biology Matters GCE ‘O’ Level (2nd ed.) by Kwan and Lam 

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Materials: ruler, simple laser pointer, simple calculator  Grade 9 Textbook: Chemistry Matters GCE ‘O’Level (2nd ed.) by Toon, Tan Yin, et. al. (regular program); Modern Chemistry by Sarquis and Sarquis (advanced program) Materials: ruler, scientific calculator, graphing paper, ⅛ illustration board with plastic cover or small whiteboard, whiteboard marker, whiteboard eraser/rag, Periodic Table of Elements (pdf copy to be provided by teacher)  Grade 10 Pdf copy of Conceptual Physics by Crowell (http://www.lightandmatter.com/cp/index.html) and handouts  Materials: ruler, protractor, scientific calculator, simple laser pointer  Assessment Tasks  A variety of assessment tasks will be assigned to the students. Some of these tasks may be used for coaching or feedback purposes (formative) and others may be used for grading purposes (summative).  Formative tasks: These may range from a simple participation in their Google Classroom discussion boards to answering pages in their textbook and assigned worksheets as homework.    Summative tasks: These may be given in the form of quizzes having multiple choice types of questions and open ended types of questions to check on the students’ understanding of concepts as well as authentic assessment tasks designed to assess the students’ ability to apply standard-driven knowledge and skills to real-world challenges.    Other Assessment Tasks:  Laboratory Requirements Depending on the lesson, the students may be asked to perform lab activities or experiments using simulations or common materials found at home. Output for these experiments and activities may be in the form of laboratory performance, filled out activity sheets, and formal and/or informal laboratory reports.  Research Projects The Science Research (SciRes) Program of the Ateneo Junior High School is a four-year student-centered, developmental, integrative, bridging program that aims to inculcate a research culture among the students. This includes the honing of basic research skills, appreciation of the role of research in problem solving, designing and testing innovative solutions to the local and global 

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challenges of sustainability, and using effective strategies to communicate their ideas to the public.  Advanced Programs  The Ateneo de Manila Junior High School recognizes the individual’s unique talents and needs in the various areas of study. For this reason, special courses for capable students are offered through the Advanced Programs in Grades 8 to 10.   These programs aim to foster an environment of excellence by maximizing the potential of students with exceptional skills in the areas of English, Filipino, Mathematics, and Science, and, prepare them for more specialized tracks and courses in the higher levels (i.e. Senior High School and College).  Students who belong to these programs are “pulled-out” from the regular classes to join the advanced track classes. These classes cover a greater number of topics and apply a higher standard in developing content knowledge and skills compared to the regular program. There are additional lessons per week, more activities, and more challenging individual and group requirements and assessments in the said programs.     C. Grading System 

 In the true spirit of magis, Ateneans are called to continuously strive for academic excellence not for the sake of grades per se, but rather, as a means towards service and becoming a positive transforming difference in society.  

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Purpose of Marks  Marks serve as indicators of a student’s academic performance relative to the standards set by the school. They reflect a student’s progress in a subject and represent the degree to which students acquire target knowledge, skills, and attitudes at the end of each grading period. They are also used as a basis for promotion to the next level.    With the shift to online learning this school year, academic marks are simplified to focus on evidence of learning rather than to give an exact measure of student performance. Therefore, students will receive non-numerical or qualitative academic marks that reflect their degree of acquisition and application of target learning outcomes in each subject area.   Furthermore, there will be no formal examinations this school year. Instead, subject areas will design various assessment tasks that focus on the application of knowledge and skills to real-life situations.   Report cards will likewise be adjusted to determine student advancement to the next grade level.   Qualitative Academic Marks  Student appraisal will be guided by the indicators listed below:   

Level  General Descriptors 

EE (Exceeds 

Expectations)  

● Strong evidence of acquisition and application of target learning outcomes 

● Quality of work exceeds set standards  

ME (Meets Expectations)  

● Sufficient evidence of acquisition and application of target learning outcomes 

● Quality of work meets set standards  

BE (Below Expectations) 

● Insufficient evidence of acquisition and application of target learning outcomes 

● Quality of work is below set standards 

 Computation of Marks  The table below is used to compute for the term mark and final mark in each subject area.    

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Qualitative Mark  Numerical Range (for Term Mark) 

Median (for Final Mark) 

EE (Exceeds Expectations)  

87 - 100  93.5 

ME (Meets Expectations)   75 - 86   80.5 

BE (Below Expectations)  60 - 74   67 

 Term Mark The term mark is composed of the aggregation of scores in the various assessment tasks, each weighted relative to the importance of the learning outcomes being assessed.   

TERM MARK (TM) = Σ(ATn * Wn)    

● AT (Assessment Tasks): various assessment task score-percentages in each subject area  

● W (Weight): corresponding weight assigned to each assessment task  Only the qualitative mark corresponding to the computed term mark will appear in the report card.  Final Mark The final mark is determined from the average of the term marks, using the median of the corresponding qualitative mark.  

FINAL MARK (FM) = 3(TM1 + TM2 + TM3)  

 In computing for the final mark, the median is used, instead of the computed term mark, in order to emphasize the quality of learning rather than the exact numerical measure of student performance.   Only the qualitative mark corresponding to the computed final mark will appear in the report card.  Grading Policy for Missed Assessments  If a student is unable to complete an assessment task due to valid reasons, he will be allowed to accomplish the said assessment task within a reasonable timeframe to be determined by the teacher.   If the student is still unable to complete the requirement after the set deadline, the student will receive an INC (incomplete) mark in that particular subject for the term. This policy applies to assessment tasks that correspond to at least 10% 

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of the term mark. Non-submission of assessments may have an implication on the student’s promotion to the next level.  This non-submission of requirement may have an implication on the student’s promotion to the next level.   Subject Area Effort and Conduct Marks  Effort Mark  The school values the student’s attitude towards school work. As such, effort mark is given in each subject area as an indicator of how serious and diligent a student is in his studies, based on the following criteria:  

● Exhibits care and promptness in doing schoolwork ● Participates actively in synchronous and asynchronous activities ● Makes notable contributions during group activities  

 The student is given a mark of O (Outstanding) if he meets all three criteria, S (Satisfactory) if he meets at least two of the criteria, and NI (Needs Improvement) if he meets only one or none of the criteria.  Subject Area Conduct Mark  The school expects its students to manifest self-discipline to a very high degree, even online. Hence, conduct mark is given in each subject area as an indicator of the student’s online behavior, based on the following criteria:  

● Demonstrates respect in any form of online communication or interaction ● Uses online tools responsibly ● Exhibits integrity and honesty in submission of requirements 

 The student is given a mark of A if he meets all three criteria, B if he meets at least two of the criteria, and C if he meets only one or none of the criteria.  

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D. Honors and Awards 

 While honors and awards are not the “be all and end all” of learning, the school places importance on recognizing students who do very well in school. Furthermore, the school believes that this recognition could serve as a source of motivation among students in striving for academic excellence.  However, since there are a number of factors that could affect student performance during these unprecedented times, a simplified version of honors and awards will be employed this school year. The following are the awards that will be given during each grading period and during the end of the school year respectively:   Subject Area Term Badges 

This is given to a student with a grade of EE (Exceeds Expectations) in a specific subject during the term. He should have no conduct mark lower than B in any subject during the term.  

Subject Area Merit Award 

This is given to a student with a grade of EE (Exceeds Expectations) in a specific subject for all terms. He should have no conduct mark lower than B in any subject for all terms. 

Note: Details regarding Closing Ceremony Awards will be released during the school year.     

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E. Promotion and Non-Promotion 

 A student is promoted to the next grade level if he has no final mark below ME (Meets Expectations).   A student is not promoted to the next grade level if: 

● He has one or more Final Mark of BE (Below Expectations) at the end of the year; 

● He was required to take the Summer Remedial Program but failed to attend it; 

● He was required to take the Summer Remedial Program but failed to meet the required grade in the program. 

 F. Some Tips for First-Time Flyers in the AteneoBlueCloud  Hello, first time flyers! And welcome to your first adventure in the AteneoBlueCloud. It’s a fascinating place with lots of things to do and discover. But as in all adventures, you could get lost or run into some problems IF you don’t know what to do. So here’s a rundown of things to remember from our more experienced fliers. Heed them well!  Know your position. Most of the aches and pains of online learning are the result of poor posture! So sit up straight! But how do you do that? Here’s a checklist for you to follow: Position your monitor/screen so that the top ⅓ aligns horizontally with your eyes. 

● Place your keyboard and mouse where your hands naturally fall on the desk. Don’t reach for your tools. Place them nearer. 

● Vertically align your head, heart, and hips WITHOUT having to recline on a backrest. Drum stools, piano benches, and classical guitar chairs don’t have backrests precisely to encourage proper posture. 

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● Choose a chair that allows you to keep your thighs horizontal or angled slightly down to the front. Part of your weight should be supported by your legs and feet. 

● If you can’t follow these to the letter, try your best. At least if your body starts to hurt, you’ll know why.  

 Mind your mind. Remember the 1-minute silence period? That wasn’t meant to inconvenience you. It’s actually done to help you focus. So before you work, take a minute. Quiet yourself. Listen to the sounds around you. Be aware of your breathing, your thoughts, how your body is feeling right now. Leave the past behind, trust that you can handle the future. Focus on the here and now and give your entire attention to the task at hand.   Map out your destination and waypoints.  

● Take note of deadlines. Divide large tasks into smaller ones. Make a schedule and stick to it. Do things ahead of time.  

● Set a goal for each session. Take a look at your to-do list and plan to tick off one thing. Pray and ask God to help you accomplish this goal. 

● Use Google Calendar and Google Tasks/Google Keep to keep track of all your schedules and deadlines. Add alerts for your events and keep them on the Always On Display of your phone. 

● Remember: teaching is our responsibility; learning is yours.  Stop to refuel. Peak performance experts say that 1 ½ hours is the maximum continuous training period for any skill. Posture experts recommend standing up and moving around every hour. So get a glass of water, grab a bite, take a powernap even. It’s what peak performers do.  Call for help. If you find yourself stuck with an academic point, because of technical problems, or if you’re feeling a bit blue, remember that help is always available. Call the Ateneo helpdesk. Message your moderator or guidance counselor. Set a consultation meeting with your teacher. Let a classmate, your sibling, or a parent support you. All you have to do is ask.  Fix your suitcase. You’re going to give and receive a lot of stuff. Keep your notes and files organized in one place, where you can easily get to them. A lot of time is wasted looking for misplaced things, and this is also true for soft copies. Use informative searchable filenames and keep everything in folders on Google Drive.  Use communication tools well.  

● Find a quiet place for Google Meet conferences. Show up a few minutes ahead of time. Put on a nice shirt. Use a headset. Mute yourself if not speaking. Try the Google Meet Extension Push to Talk. 

● Use the chat box for appropriate questions and comments. Think before you post. 

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● Give your full attention to the meeting since chances like this are rare; you can always play or chat with others later. Participate!  

● Follow proper online behavior and respect people’s rights to data privacy. The Golden Rule still applies on the web. 

 Eat well. Sleep well. Exercise. Socialize. Play. And Pray.  

● Drink 8-10 glasses of water a day or your cells will begin to undergo the process of desiccation (Google it). Your brain is a calorie guzzler, keep it supplied with enough good food before you start working or meeting with others.  

● Get at least 7 hours of sleep; less than that impairs both your immune system and your ability to concentrate.  

● Get 30 minutes of light exercise per day to make up for all the moving around you used to do in school.  

● Talk to a friend or close family member everyday--they’ll enjoy your company too.  

● Set aside time to recharge, watch good videos, indulge in hobbies, and play games.  

● Most of all, spend time talking and being with God; he’ll fill you up so you can pour yourself out. 

 Remember these 8 things and you’re sure to have a wonderful time. So strap in and let’s begin navigating the skies of the AteneoBlueCloud!  

 

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IV. STUDENT AFFAIRS AND FORMATION 

A. Overview 

The Office of the Assistant Principal of Student Affairs and Formation (APSAF) values the importance of the holistic formation of Ateneo de Manila Junior High School (AJHS) students through the external order and discipline of the school and the student activities, services, and programs. Now more than ever, our students, from the confines of their homes, should be formed not just in academic excellence but also be assured of spiritual, moral, and psychological development. 

In an online environment, the APSAF will still promote student welfare through the maintenance of student discipline among students through different character development programs that include spiritual formation, leadership, psycho-emotional and physical wellness, guidance, and social involvement programs among others. 

B. The Cluster System 

The AJHS will still continue the Cluster System to intensify the inclusive care and formation of its students. Utilized in 2016 and modeled after the “house system” that has been in place in many Jesuit schools around the world, the school’s Cluster System was established for the purpose of having a “small school” set-up within our big junior high school. 

The AJHS is divided into four (4) clusters, all named after pivotal places in the life of St. Ignatius of Loyola: Cardoner, La Storta, Montserrat, and Pamplona. The set-up is focused on the following: 

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● A platform for a student-centered approach aimed at total development and close monitoring of every student to meet their academic and affective needs. 

● Immediate response as a result of a simpler and more flattened organization, empowering the cluster, thus moving the point of decision-making closer to the students, allowing it to be better informed and be more responsive. 

● Some degree of autonomy, bringing about more bottom-up initiatives from the teachers and students, with the possibility of customized activities. 

● Increased collegiality among teachers and other personnel, with focused attention on the students. 

Each cluster is led by a Cluster Coordinator, who provides overall guidance to all the members of the cluster, and has dedicated Class Moderators, subject teachers, guidance counselors, and staff to cater to the specific needs of the students. In our online environment, the Cluster Coordinator serves as the liaison between the cluster and the various offices of the AJHS including the administration. 

Now more than ever, the school affirms the importance of the Class Moderators’ roles, most especially in this online set-up and in these trying times. Because our students’ character formation is our utmost priority, the Class Moderators will continue to live out cura personalis and compassion as they monitor students’ well-being and progress. The Class Moderators are expected to closely coordinate with students and parents when it comes to announcements, reminders, requirements and other important matters from the school. 

 

C. The Mentoring Program 

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Aside from their Cluster Coordinators, Class Moderators, and guidance counselors, students will be given mentors from the roster of their subject-teachers. These teacher-mentors will regularly monitor the assigned students under their care and assure their mentees that they will be given proper and appropriate support. The mentor will serve as the Class Moderator’s extra-hand who knows important details about his mentees. The school will make sure that this mentor will be an additional accessible adult for him as his confidant and a “go-to” person in case of an emergency. 

D. Intensified Dialogue on Students’ Formation Program (iDSF) 

Another feature of the school’s mentoring structure is the Intensified Dialogue on Students’ Formation Program (iDSF). Each class will have a group of formators that includes the Cluster Coordinator, Class Moderator, and subject teachers. This group is expected to have periodic formal and informal meetings throughout the year to discuss their students’ situations and contexts and eventually plan courses of action to help the boys.  

E. Non-Academic Day/Wellness Wednesday 

As we gear towards the new normal this school year, the school will see to it that the students will still experience total formation through balanced academic and non-academic life. With academics taking most of the online learning time of the students within the week, a Non-Academic Day will be allotted for the students to give way for non-academic activities and programs. This day will be called “Wellness Wednesday”, and it is aptly scheduled in the middle of the week for the students to take a break from the rigors of academic work. 

During Wellness Wednesdays, various sessions are scheduled to address the different psycho-emotional needs of the students outside academics: 

● Class Moderators’ Session – aside from the Daily Check-In, the moderators will regularly meet their classes to discuss important class matters and initiate class bonding activities, allowing both the moderator and the students to establish class unity and camaraderie. 

● Formation Session – this session will be used to ensure that other non-academic programs and services will still be felt by the students through synchronous meetings. Alternate sessions every week are allotted for: Guidance Formation Sessions, Social Involvement Learning classes, and Recollection/ Retreat Orientation from the Campus Ministry Office. This period may also be used for Jesuit Talks and visits from their Cluster Coordinator for kumustahan and discussion of class concerns and updates.  

● Org Session – this period will be utilized by the Office of Student Activities (OSA) for the students to have synchronous and asynchronous sessions 

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that will give them the opportunity to bond with schoolmates who share the same interests and skills. 

On certain occasions, general assemblies such as school-wide-masses or academic or non-academic-related events will also be virtually held during Wellness Wednesdays, so that regular academic classes on other days will no longer be disrupted. A class’s annual recollection/ retreat may also be scheduled during this non-academic day.  

Here is a sample Wellness Wednesday schedule: 

Time  Activity 

8:00-9:00am  Morning Cluster Address 

9:00-10:00am  Class Moderator’ Session 

10:30-11:30am  Formation Session 

1:00-2:00pm  Org Session 

     

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F. Daily Check-In 

A typical day will always start with the usual Daily Check-In to be facilitated by the Class Moderator. In this synchronous session, the class will be given the opportunity to establish routines that will help them prepare for the day’s schedule. The Daily Check-In will proceed using this format:  

Time  Activity 

8:00-8:20am  Logging-In, Checking of Attendance, and Inspection 

8:20-8:30am  Flag Ceremony, Prayer, and Reflection 

8:30-8:40am  Daily Physical Exercises 

8:40-8:50am  Reminders and Announcements 

8:50am  Logging-Out 

After the class exercise, the moderator may accommodate questions and concerns of the students as well as give reminders and announcements if needed. By 8:50am, everyone may log-out to prepare and log-in for their first period at 9:00am.  

G. Order and Discipline 

In striving to be excellent, we realize that discipline is needed to become the ideal Atenean – Christ-centered men of competence, conscience, and compassionate commitment. It is through self-discipline that the lessons learned in class can begin to shape and influence one’s personal and social behavior. 

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Even in the current context where the threat of COVID-19 pandemic heavily influences any and all fields and processes, discipline remains a paramount element of Ateneo de Manila education, and even in the realm of online learning, discipline remains a vital ingredient in ensuring favorable student outcomes. Our basic tenet: What is acceptable face-to-face is acceptable online and what is not acceptable face-to-face is not acceptable online.  

In addition to the Regular Rules, Guidelines, and Procedures specified in the Student Handbook, the APSAF Office crafted Special Rules, Guidelines, and Procedures in consideration of the unique context arising from the COVID-19 pandemic and where appropriate, these will supersede existing rules and regulations that may not be applicable in the context of AJHS students. The school recognizes the need to be flexible during given the current context, but this should not diminish the importance of order and discipline. Perhaps, now more than ever, it is self-discipline that should be paramount.  

Considering context and flexibility, the APSAF Office will continue to give formative interventions to students who will commit infractions. The school believes that the students will benefit from flexibility but that their total formation also demands accountability and responsibility for their actions. 

As the students attend their regular and daily online classes, the students are always expected to be in “school mode” and should always follow basic rules and guidelines as their attendance, punctuality, attire, grooming, and general wellness will still be checked. 

Attendance  

Just like any face-to-face interaction, all formal Google Meet, synchronous classes, and other video conferencing sessions or activities organized by school personnel are considered official, and students are expected to attend unless otherwise specified. As we consider absences due to connectivity issues, the student is still expected to submit an excuse letter for his absence to his Class Moderator and Cluster Coordinator via electronic mail. 

Punctuality 

Students are expected to be aware of and properly adhere to the assigned log-in or check-in time during a particular school day. A student will be considered late if he logs in 15 minutes after the start of the class. Though there shall be no tardy count threshold that will determine if a student may be given formative interventions for tardiness, Class Moderators and Cluster Coordinators will coordinate with the parents to address any issues and concerns affecting attendance and punctuality. 

Dress Code  

The school will not require the students to wear their regular uniforms, but they are expected to be well-groomed and to wear any decent collared shirt of any 

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color and decent pants or shorts during school days and when they appear before school officials and classmates online. They are also required to wear decent footwear should any tasks require them to show their full body. 

Haircut  

The school will not impose a regular haircut policy due to the mobility limitations of minors in leaving their homes. Students, however, are still expected to have their hair well kempt -- properly and neatly combed when they appear online. Fancy hairdo and colored hair are still not allowed. 

H. Formative Interventions and the APSAF Conduct Mark  

Every grading period, the APSAF gives each student a conduct mark to indicate the student’s growth in self-discipline, his contribution to the order of his class, and his observance of school regulations. Written in the report card as the APSAF Conduct Mark, it is based on the student’s disciplinary record as reflected in the number and the type of infractions he has committed in the given grading period. These infractions are listed in the section on the Code of Discipline in the Student Handbook. A point system is used to determine the APSAF Conduct Mark. 

A Formative Intervention 1 (FI-1), which is accomplished by accomplishing prescribed reflection material set by the Office, is given for minor infractions. Each FI-1 is worth 3 points. 

More serious violations of the Code of Discipline may lead to Formative Intervention 2 (FI-2). Each infraction that results in an FI-2 is equivalent to 6 points.  Students incur Formative Intervention 3 (FI-3) when they either commit major infractions or habitually violate school rules under the provisions of the Code of Discipline. Depending on the nature of the infraction, a student may be suspended for a period of one to five days. When a student is suspended, he is separated from his classes and is barred from entering the classroom. The Cluster Coordinator calls for the parents or guardians of the student to confer with them so that the necessary interventions may be made in order to bring about a change of attitude in the said student. A FI-3 is equivalent to 9 points.  Based on the sum of points a student incurs in a given grading period, the APSAF Conduct Mark is assigned as follows:  

Mark  Total Points 

A  9 points and below 

B  10-19 points 

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C  20-29 points 

D  30 and above 

Furthermore, ● the highest conduct mark that may be given to a student placed on 

Formative Intervention 3 is a “B”, ● a student who commits Academic Dishonesty is not eligible for an 

academic award, and ● a student who gets a “D” becomes a candidate for Disciplinary Probation 

and is deliberated upon by the AJHS’s Committee on Discipline.  

Homeroom Conduct Mark 

As the students will regularly interact with their Class Moderators and his class, his behavior in an online set-up will be highly observed and consistently monitored. At the end of each term, the students will be given a homeroom conduct mark based on the following: 

o Manifests self-discipline o Contributes to the order of the class o Observes school rules and regulations 

  A student will be given an A in homeroom conduct if he manifests self-discipline to a very high degree, contributes to the order of his class and observes school rules and regulations almost all the time. 

  A student is given a B in homeroom conduct if he manifests self-discipline to a satisfactory degree, generally contributes to the order of his class, and observes school rules and regulations most of the time. 

  A student is given a C in homeroom conduct if he manifests self-discipline to a low degree, he needs improvement in his contribution to the order of his class and observance of school rules and regulations. 

  A student is given a D in homeroom conduct if he manifests self-discipline to a very low degree, rarely contributes to the order of his class and observance of school rules and regulations and seldom observes school rules and regulations or has incurred serious violations of school regulations. 

To sum up, the Code of Discipline seeks to inspire and guide students to become excellent in academics and strong in character as they work for the GREATER GLORY OF GOD. Ad majorem Dei gloriam. 

   

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I. Spiritual Formation  

This year our Ateneo de Manila Junior High School Campus Ministry Office (AJHS-CMO) will also transition to online spiritual programs, including recollection programs and liturgy, which are grounded in Catholic, Jesuit, and Ignatian formation. The AJHS-CMO envisions an Ignatian school community who prays together and has an intimate and faithful relationship with Jesus Christ. 

Classes will still experience a once-a-year virtual recollection program for this school year. Synchronous and asynchronous prayer and reflection sessions via Google Meet will be done based on the following theme per grade level: 

 

● Grade 7 Recollection I AM GOD’S BELOVED ● Grade 8 Recollection I AM A CHILD OF GOD ● Grade 9 Recollection I AM CALLED TO FRIENDSHIP  ● Grade 10 Recollection I AM CALLED TO A MISSION  

Aside from these recollections, the AJHS-CMO is committed to offer spiritual formation activities to other members of the AJHS community such as Ignatian prayer circles, end-of- the-week examen, online daily Masses, and once-a-month school wide liturgical celebrations. 

 J. Guidance and Counseling Program  

The AJHS is committed to provide psycho-emotional support for all our students, most especially in these trying times. As our students are in the confines of your homes, our registered guidance counselors will continue to offer online counselling and consultation within the bounds of informed 

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consent and data privacy. Aside from these, the AJHS Guidance and Counseling Program (AJHS-GCP) will conduct regular guidance formation sessions to ensure the emotional wellness of our students. 

All the activities that will be offered by our AJHS-GCP will be based on the following Grade Level Thrusts: 

Grade 7  COPING AND DEALING WITH ADJUSTMENTS 

Grade 8  FLOURISHING THROUGH OPPORTUNITIES AND AMIDST CHALLENGES 

Grade 9  FOSTERING HOLISTIC DEVELOPMENT IN LOVING AND SERVING OTHERS 

Grade 10  MAKING CHOICES AND EXPLORING CAREER OPTIONS 

  

AJHS-GCP Services 

Online Counseling 

● Routine Interview: Students are called initially for routine interviews, where they share their thoughts and experiences with the counselor.  

● Individual Counseling: The students can avail of individual counseling sessions where support, encouragement, and problem-solving are provided for a wide variety of concerns. 

● Group Counseling: This is intended for students who share a common developmental need or concern.  

 Guidance Formation Program 

The Guidance Formation Program is focused on discussing concerns, issues, and challenges pertinent to the stage of adolescence, psycho-educational development, and career preparation. These include Study Skills Enhancement, Mental Health Awareness, Cyber-wellness, Career Development, and other special programs. 

Individual Inventory Service The Guidance and Counseling Program maintains records about home life, personal health and fitness, guidance test results, scholastic progress, counseling sessions, and other data relevant to the students’ development and progress in school. These are used to generate batch profiles that may help the teachers and members of the AJHS-GCP understand the students better in terms of their composition, needs, etc. 

      

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Online Consultation Services 

● Parent Consultation: Parents may set an appointment with their son’s counselor regarding their son’s development, their parenting and family concerns, or for test interpretation. 

● Formators’ Consultation: Consultations with fellow formators may be initiated through referrals, dialogues, and plenary meetings to discuss student formation and growth.  

● Case Conferences: A counselor-initiated meeting of teachers may be done to assist them in understanding students with special needs. 

● Online Consultation and Collaboration with other Academic and Formation Programs and Offices (e.g, PUSH / TRO).  

Referral Service The AJHS-GCP makes referrals to and maintains open communication with                   other professionals in the fields of mental health, psychological, and psychiatric                     development. 

Guidance Testing Service 

The AJHS Testing and Research Office (AJHS-TRO) supports the AJHS-GCP through guidance test administration, scoring and interpretation for students in all grade levels. 

 

K. The Student Activities Program 

The Student Activities Program (SAP) provides direction to and oversees the effective functioning of the various co-curricular activities of the AJHS. This program is developed, executed, monitored, and evaluated by the Office of Student Activities (AJHS-OSA), headed by the Student Activities Coordinator (StAC). 

SAP Guiding Principles 

1. Formation in the Student Activities is indispensable. 2. Premium on Self-Actualization must be reinforced. 3. Student Activities must be aligned to the AJHS’s Mission-Vision-Values and strategic plan. 4. Formation in Student Activities is for all (not just a few) students of the AJHS. 

Program Scope 

In alignment with our school's Catholic, Jesuit, and Filipino nature, as well as its role to prepare a student for college life and adulthood, the SAP aims to comprehensively implement the following:  

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1. Student Group Opportunities a. Student Government (Sanggunian ng mga Mag-aaral ng 

Nakababatang Mataas na Paaralang Ateneo de Manila, or Sanggu-JHS) 

b. Student Organizations (interest-based groups) c. Student Committees (ad hoc and project-based groups) 

2. Physical Structures and Facilities a. play areas (courts, fields), activity venues (activity area/leisure-interest 

room, publications room, band room, crafts room, etc.), physical development venues, training venues, interaction venues (parks, loiter areas, etc.) performance venues, conference rooms for student servant-leadership pursuits, materials and equipment for student activities, etc. 

3. Systems a. calendared student activities, calendared leadership formation 

trainings, activity period, Sanggu-JHS projects that affect the whole school (MAKIBAKA, Boses ACO, PagtatagPo, etc.), rubber shoes (proposal), school uniform (proposal), sports/activity equipment for lending, rewards and recognitions, etc. 

4. Peripherals a. OSA and Sanggu-JHS information-dissemination and promotions of 

activities, advocacies, campaigns and movements, reflection points, etc. 

b. via tarpaulins, posters, bulletin boards, exhibits, publications, PA system, videos, internet, etc.  

5. Partners in Student Activities Formation a. Collaboration with and Training for Moderators of Student Councils, 

Organizations and Committees b. Support from the PUSH (Parents Union for School and Home), AAA 

(Ateneo Alumni Association, ACED (Ateneo Center for Educational Development), AJHS Offices, AdMU Offices, external and outsourced persons and companies/groups, etc. 

JHS Student Activities in the New Normal 

Various co-curricular activities that are vital in delivering holistic formation and in cultivating servant-leadership like the opportunity to be a class officer, to be part of a student organization, committees, or sports-related student-led projects will remain available this school year. 

Sanggu-JHS officers will continue to meet online to plan for projects that will promote the further formation and growth of students. Sanggu-JHS online presence will be strengthened this school year to be able to reach out to more students during online learning. 

Council of Student Organizations (CSO) 

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Org sessions will be done online. Activity moderators and students will meet once-a-week synchronously or asynchronously. The Learning Management System (LMS) for the online org sessions this year will be the Google Classroom. Using their OBF accounts, students will register for a specific org of which they wish to be a member.  

A modular system will be adapted for org sessions, and some of these modules will be posted publicly via the CSO webpage/ Facebook page. Moderators will receive guidelines and undergo training to fully create interactive and engaging sessions with the students. 

Students will also experience online Village Assemblies aimed at promoting and strengthening organizations. Through these, organizations under the same village may gather and create online programs to heighten awareness, engagement, and learning. 

Assembly of Class Officers (ACO) 

The ACO is composed of student leaders -- cluster vice-chairs and class officers -- belonging to all four clusters of the AJHS. The vice-chairs and elected class officers from the four clusters serve as liaisons to the student body, disseminating relevant and useful information and organizing projects and activities that are aligned with the school’s values and that bring out the talents and the skills of the students. 

This year, the ACO will bring student-initiated projects online to expand the lines of communication between the school and the student body. This movement has already begun with the launch of Boses ACO and the creation of official Facebook pages for each cluster. 

Athletes’ Council (AthC) 

The following ideals will guide the AthC this school year: 

1. To still be of service to the AJHS community, especially to the students, through sports and its ideals, 

2. To keep sports relevant to the life of the AJHS community, especially to the life of the students, 

3. To make students see that there is more to sports than the playing -- that sports teaches us both soft and practical skills, and 

4. To use sports in providing opportunities for students to learn skills and gain experience that will help them reflect on the kind of career they may pursue in the future. 

The AthC hopes to pursue the following activities this school-year: ● hosting a weekly sports news show on Facebook Live; ● organizing of online and virtual tournaments; ● using social media to share stories, information and other details about 

sports; 

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● posting videos showing training drills and exercises; and ● conducting webinars that will teach sports photography and sports 

writing among others. 

Student Government 

The Sanggunian ng mga Mag-aaral ng Nakababatang Mataas na Paaralang Ateneo de Manila (Sanggu-JHS) is the AJHS’s official student government. In-charge of the whole student government is the Executive Board (E-Board), which is responsible for planning, implementing, and evaluating all the activities that lead to the achievement and attainment of the SAP’s objectives and goals.  

The Sanggu-JHS Theme for SY 2020-2021 

For S.Y. 2020 – 2021, the Sanggu-JHS has chosen “BANGON!” as its theme. 

This school year will be different from the previous school years we have had. Living under the “new normal” will not be easy, but we must remain courageous and we must continue to strive for personal and academic growth. 

All these things give impetus for “Bangon!,” which is the new theme of the Sanggu-JHS this coming school year. 

Bangon! aims to encourage the students of the AJHS to pick themselves up, to shake the dust off their feet, to persevere, and to remain hopeful in the midst of these trying times. Students give truth to this theme when they rise above their failures, bounce back from their defeats, and correct their mistakes.  

We live out Bangon! when we rise and stand up for ourselves and for others, and when we persevere for the greater glory of God. 

AJHS students, Bangon na!     

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L. Christian Service and Involvement Program 

The Christian Service and Involvement Program (AJHS-CSIP) is the social involvement and formation program of the Ateneo de Manila Junior High School. It aims to form young men who have compassion for the poor, the marginalized, the vulnerable, and the needy and allows the students to nurture their commitment to nation-building and to eradicate poverty. 

Despite the absence of actual off-campus experiences this school year, the program will continue its legacy and uphold its goal to nurture the students’ Filipino and Christian identity. For this school year, students will have five synchronous and asynchronous classroom sessions that will be conducted during the scheduled non-academic day, Wellness Wednesday, in a particular term. 

Through the different social involvement programs, the students will be able to: 

1. Appreciate God’s love through the blessings they received. 2. Interact with and serve the poor in urban and rural communities and 

charitable institutions. 3. Maximize their potentials in character development. 4. Values all relationships in their lives. 

In all these programs, students are required to submit journal entries and a reflection-action paper that is equivalent to their final exam. The classes will also have to organize their Social Involvement Program in Action (SIPA) activity to complete their assigned program. 

 

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Grade 7 Dungaw Exposure Program 

Dungaw is the first AJHS-CSIP program offered to students as they begin Junior High School. From the word dungaw, which means “to take a look”, the program invites the students to look outside the window or outside of their comforts and open all their senses to make themselves aware of the realities in our society. 

The modules in this program are the following: The Situation of the Underprivileged Children, Myself with Others, We are Sinners but Called, and Generosity: My Gift and My Responsibility. 

Grade 8 Danas Ecological Engagement Program 

Danas is the AJHS-CSIP program offered to Grade 8 students. From the word Danas, which means “to experience,” the program encourages the students to literally experience their role as stewards of God’s creation and to promote sustainable development by enkindling their interest in agriculture. 

The Danas modules are born from the encyclical letter of Pope Francis entitled “Laudato Si:” Care for our Common Home. These are: What is Happening to Our Common Home, Human Roots of Ecological Crisis and Ecological Conversion. 

Grade 9 Dama Christian Service Program 

Dama is designed for Grade 9 students. From the word Dama, which means “to feel,” the program invites the students to feel the joy of serving others through teaching. By journeying with their fellow students, it is hoped that they get to know themselves better and discover their and others’ hidden skills and talents. 

The Dama modules are as follows: Experiencing God’s Love, Commitment to Love Others, Values Clarification, and Christian Lifestyle. 

Grade 10 Damay Immersion Program 

Damay is the culmination of all the social involvement programs in the Junior High School. The word Damay means “to sympathize” or “to be involved.” The program aims to nurture the students’ compassion and empathy toward others. The students are given the opportunity to experience a life of simplicity and live in solidarity with their foster family for a weekend, where they eat what their foster family eats, sleep where their foster family sleeps, and do what their foster family does on a day-to-day basis. 

While the actual experience of immersion may not be possible because of the pandemic, the essential experiential learning should remain and continue 

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through the classroom sessions and alternative instructional materials curated for online learning. 

The Damay modules are as follows: Losing Oneself, The Life and Struggles of Our Foster Families, Walking with the Excluded, and Servant-leadership. 

CSIP Schedule of Classes (per Term) 

   Grade 7 Dungaw 

Grade 8 Danas 

Grade 9 Dama 

Grade 10 Damay 

1st Term  C7-Alfonso C7-Alonso L7-Claver M7-Grimaltos P7-Page 

C8-Aranha L8-Cottam M8-Ireland P8-Pongracz 

C9-Baena C9-Baldinucci L9-Fausti M9-Kisai P9-Sitjar 

C10-Berthieu L10-Ferreres L10-Garate M10-Mangin P10-Whitbread 

2nd Term  C7-Alvares L7-Collins L7-Colombiere M7-Harcourt P7-Pignatelli 

C8-Arrowsmith C8-Ashley L8-Dajani M8-Ishida P8-Regis 

C9-Berchmans L9-Favre M9-Lalemant P9-Southwell 

C10-Briant C10-Canisius L10-Garnier M10-Maunoir P10-Yuki 

3rd Term  C7-Andlauer L7-Corby M7-Goto P7-Pires 

C8-Azevedo L8-Del Castillo L8-Delgado M8-Isore P8-Rubio 

C9-Berno L9-Fenwick L9-Fernandes M9-Lewis P9-Spinola 

C10-Chabanel L10-Gelabert M10-Morse P10-Zuraire 

 

Social Involvement Program in Action (SIPA) 

An alternative to off-campus activities incorporated to their different classes' CSIP programs is the "Social Involvement Program in Action!” or "SIPA!” It aims to put the lessons from CSIP into an actual outreach activity that is focused on supporting our partner communities and institutions. Similar to the KFD, the goal is to raise funds, supplies, and materials that are desperately needed by our beneficiaries. 

Similar to the objective of keeping the Strawed Tansan in the air in the game of Sipa, CSIP's SIPA! is our effort to help our beneficiaries "stay afloat" in these challenging times. The call to practice our spirit of generosity is greater now more than ever as our own resources are challenged. True to the lessons from the Gospel of The Widow's Mite, our generosity in these times is graced to be more meaningful. Together, we can practice new and creative ways to reach out to those who truly have nothing. Together, may all of our "tansans" fly and soar in the wind of God. Amen.  

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M. Athletics 

Taking into consideration the changes that we are facing due to the COVID19 pandemic, the school will need to adapt to ensure the continuity of its Varsity program and the continuous progress and development of its student-athletes in their chosen sports. 

Physical activity is essential for healthy and optimal development, through childhood and early adulthood, and sports provides many opportunities for a physically active routine. According to the World Health Organization, children and youth between the ages of 5 and 17 should have a minimum of an hour of “daily moderate to vigorous intensity physical activity.” 

Varsity Teams will now be composed of a pool of players from last school year’s teams and other students who had previous varsity experience and who have undergone a process of evaluation by our coaches along with the Program Heads of the different sports. Students may also be identified through the Physical Education Program and invited to participate in the training pools. Under the supervision of a highly motivated staff of coaches, they will undergo an intensive training program. Leadership training is achieved through participation in the tournaments organized by various sports associations, once allowed by the DOH. 

The different varsity athletic events of the JHS are the following: Badminton, Baseball, Basketball, Cheerleading, Chess, Fencing, Football, Futsal, Golf, Handball, Lawn Tennis, Swimming, Taekwondo, Table Tennis, Track and Field, Ultimate Frisbee, and Volleyball. 

Suspending the Varsity program for this school year is not advisable as this would have a debilitating effect on the development of the school’s student-athletes. 

The inter-school sport associations like the UAAP, PAYA, PRADA, and RIFA in which Ateneo is a member will follow their respective sports calendars for SY 2020-2021. They will proceed with inter-school competitions as soon as the ban for sports activities is lifted. Online training sessions are prepared and will be facilitated by our coaches, and our varsity athletes can join and follow these online training sessions. 

N. Health Services 

The AJHS Health Services Office (AJHS-HS) looks forward to continuing its role in promoting the overall well-being of the AJHS community in SY 2020-2021. Here are our initiatives for this school-year: 

● The AJHS-HS will continue to provide timely and relevant health bulletins and memos that are regularly posted on the official online and social media platforms of the AJHS. 

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● Health teachings will be shared through offerings of webinars deemed appropriate for the different members of the community. 

● The general health conditions of the community will be monitored by conducting online health surveys and by gathering and verifying reports submitted to the AJHS-HS. 

● The AJHS-HS will be accessible from 8:00am-4:00pm for your health inquiries and medical concerns through our email (healthservices.hs@ateneo.edu) and our official Facebook page (AJHS Health Services). 

● Online medical consultations will be offered for non-emergency medical or dental cases exclusive for AJHS community members. You may inquire or set an appointment through our official Facebook page. For privacy and confidentiality of communication, however, teleconsultation will be completed via email. It should be understood that given the limitations of online communications, these procedures should not substitute for direct medical/dental consultations. 

 

   

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V. OTHER OFFICES  

A. Office of Parent Relations and Programs 

Goals and Objectives The Office of Parent Relations and Programs (PReP), representing school administration and staff and the Parents Union of School and Home (PUSH), representing parents of the Ateneo High School, - have been established to complement their shared GOALS and respond to their common OBJECTIVES. These goals and objectives are the ff:  

● To promote a Cooperative, Collaborative, Coordinated, and Mutually Supportive Relationship between Home and School, and 

● To organize and implement a Program of Activities designed to Enhance the Parenting Competencies and Skills of Ateneo High School Parents. 

Organizational Structure 

Working together in facilitating the attainment of these goals are the PREP Personnel (composed of the Director, the Assistant to the Director, and the office Support Staff) and the Class Parent Representatives of each section (Ateneo parents who have accepted the school’s invitation to represent the interests of their respective sections at their Grade Level Parents Council. 

The officers of the Grade Level Council, chosen from among themselves, are: a Chair, a Vice-Chair, a Treasurer, and a Secretary. 

All the Chairs and the Vice-Chairs of each Grade Level Council are ex-officio members of the JHS PUSH Executive Council, which oversees the policies, activities, needs, and concerns of the organization and the parents they represent. 

The Way of Proceeding 

1. Parent concerns of individual sections are brought by CPRs to the attention of the Grade Level Council for deliberation and action. 

2. Concerns that affect general policy and decisions which affect the welfare and concerns of parents in other Grade Levels are brought to the attention of the Executive Council for deliberation and action. 

3. The Grade Level and Executive Council Meetings are held at least once a month. The Director and Assistant to the Director are in attendance at these meetings. School officers, Program Heads, and other resource persons are invited to these meetings, as needed. 

4. The exchange of ideas and opinions, the deliberation on mutual concerns, and sense of community engendered in these meetings have generated 

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ideas for organizing activities which have become part of the Parenting Enhancement Program of the Ateneo High School. 

The Year Ahead 

With the restrictions imposed upon us by the pandemic and the GCQ, together with the new mode of Online and Off-campus Teaching and Learning, our own modus operandi at PUSH/PREP may have to undergo unfamiliar changes. But the Goals and Objectives of the two parent-related organizations remain constant and unchanged. 

PREP-PUSH will explore how to help parents enhance their parenting skills in this Online Mode of Teaching and Learning. The First Priority is how to help parents help their sons study and learn under the COVID19 threat and the restrictions of the GCQ. This will probably be the main concern of parents for SY 2020-2021. The Second Priority is how to help parents help the school in forming their sons into young men of character under these difficult times. They are BOTH of concern to parents but may have to play second fiddle to the Adapting Concerns of Parents Themselves as they adjust to their new Role as Parents accompanying their sons in this new mode of Teaching, Learning, and Formation of the Young. 

We hope that Parents will support and take advantage of the opportunity afforded by PUSH and PREP as their conduit for the kind of frank, open, and trusting communication we shall need more than ever, during this challenging time, and as we wait in hopeful expectation for the gains promised by the new Online and Off Campus education for our young men of the Ateneo. 

 B. Educational Media Center  Overview  The Educational Media Center (EMC) has continuously delivered relevant information to the Ateneo Junior High School community since its establishment in 1956. The library has offered an array of diverse collections from print, non-print, and electronic or digital collections.   In the “new normal”, the role of the library has evolved and has become more resilient to the needs of the school community. It is crucial more than ever to adjust to the needs of the students, faculty members, administrators, and other formators in adherence to the mission, vision, and goals of the EMC to become the central support hub in learning.   The EMC commits itself to: 

● provide the environment for learning with access to all kinds of formats and resources; 

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● help students become discriminating consumers and effective users of information; 

● develop the love for reading and literary appreciation; ● provide opportunities for clientele to appreciate their cultural heritage. 

 

Meet Islaw  Islaw is the official icon of the EMC. It is based on the Patron Saint of the Ateneo de Manila Junior High School, St. Stanislaus Kostka. The young saint is characterized by simplicity, sincerity, and perseverance, qualities that a young Atenean can imitate. Following the example of St. Kostka, the EMC aims to cultivate young minds through reading and learning.  Resources  Please find below the various online resources and services we have made available for your research and academic needs :   Digital Library 

 The Digital Library of the AJHS can be accessed through one of the following:  

Sora and Overdrive.        

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To access Sora :  

Step 1: Install the Sora app on your device from  or go to bit.ly/jhsemcSora.  Step 2: Click “Find My School” and choose Ateneo de Manila Junior High School. Sign in using your Username and Password.  Step 3: Browse the Explore tab and borrow a book. Your book will open so you can start reading right away.  Step 4: Borrowed titles are in your Shelf tab. From there, you can browse your borrowed titles, renew, and return your books.  

 To return your borrowed item earlier than the lending period, choose the Options button on the item you wish to return. 

   To access Overdrive :   

Step 1: Install the Overdrive app on your device or go to bit.ly/jhsemcOverdrive  Step 2: Sign in using your username and PIN. (Please follow the instructions below to request for your Digital Library Account). Step 3: Choose the item you wish to borrow.  

 Borrowed items will appear on your Checkouts page.  

 

To request for a Digital Library Account :  

1. Using your OBF account, send an email of your name, cluster, grade and section to ajhs_emc@ateneo.edu to apply for your ID number and PIN.  

2. You can borrow a maximum of three (3) E-books or audiobooks for two (2) weeks. Borrowed titles will automatically return at the end of the lending period. You can also return titles early to free up space in your library. 

 Open Access E-journals   The EMC listed down open access databases from which one can download full-text articles for research:  

1. Go to the EMC website http://jhsemc.ateneo.edu/index.php. Click the Research Tools tab and select E-Journals and Online Databases from the drop down menu.  

2. Select from the list of open access databases that the EMC has curated. The list includes curated articles and publications from DOAJ or Directory 

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of Open Access Journals, Elsevier Open Access Journals, Frontiers, Google Scholar, and Scientific Research Publishing.  

 Pathfinders  This is a document that guides a person to resources on a particular topic. These usually include books, websites, helpful search terms for the Internet or OPAC and any other pertinent items.  

1. Go to the EMC website http://jhsemc.ateneo.edu/index.php. 2. Click the Research Tools tab and select Pathfinders from the drop down 

menu.  3. Select the pathfinder you want to access from the topics available.  

 Online Public Access Catalog (OPAC)  

1. Go to the EMC website http://jhsemc.ateneo.edu/index.php. 2. Type your keyword/s on the search box for a list of resources from the 

Library, ITC, and EMC’s online repository, the Memory Project. 3. You may email your requests to ajhs_emc@ateneo.edu to physically 

borrow materials from the Library.   Information Literacy Program  In the desire to help the students of Ateneo de Manila Junior High School acquire information literacy skills, the EMC continuously formulates and implements Information Literacy Program (ILP) from Grade 7 to Grade 10. The entire course of the ILP can be downloaded from the EMC website.   

   

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VI. DIRECTORY  

Office  Email Address 

Admissions  admissions.ajhs@ateneo.edu 

Enrollment and Student Records  registrar.ajhs@ateneo.edu 

IT Services  itso.ajhs@ateneo.edu 

Academics  apaa.ajhs@ateneo.edu 

Student Affairs and Formation  apsaf.ajhs@ateneo.edu 

Campus Ministry  cmo.hs@ateneo.edu 

Health Services  healthservices.hs@ateneo.edu 

Educational Media Center  ajhs_emc@ateneo.edu 

Parent Relations and Programs  preppush.hs@ateneo.edu 

Principal  principal.ajhs@ateneo.edu 

   References  Ateneo Basic Education. (2020) Basic Education Online Learning Primer. Retrieved from https://ateneobluecloud.ateneo.edu/be

Ateneo de Manila Junior High School Student Handbook . (2018 Revised Edition). Quezon City,

Metro Manila: Ateneo de Manila Junior High School

Ateneo SALT Institute. (2020). An Online Learner’s Guide to Successful Learning. Retrieved

from https://ateneosalt.org/abc

Plagiarism.Org. (2017, May 18). What is Plagiarism? Retrieved from

https://plagiarism.org/article/what-is-plagiarism

  This is Version 1.0 of the primer. The information in this document is accurate as of 27 July 2020. Ateneo de Manila Junior High School may make adjustments to the information laid out in this primer, as needs dictate. Parents and students will be notified of any updates.